Is online teaching the right option? Maybe, or maybe not. It all depends on the individual instructor, and this page is dedicated to developing a survey for instructors to determine their online teaching readiness. Edit this page as needed and work with your colleagues to design your research-based survey.
Aaron Itczak's Survey Questions (Sorry that the format/chart is a bit messed up now) :) I used some of our classmates' quotes from the debate papers. They were really good quotes that justified some of the questions I thought of--I hope that was okay! Do we edit each others questions--right here? We just start changing things around? Instructors:
1. Would you be interested in teaching an online course? If so, why?
If not, why not?
A “yes” response would place the instructor in a higher priority towards receiving distance education courses to teach. However, a “no” response would allow the opportunity to clear up any misconceptions about distance education. When teachers are interested in the course content, they will better convey the information and be more receptive to the necessary training and skills with which it is associated. “Now we have to learn in a totally new and different way. We don’t like it. We don’t know how to do it. And we can’t turn back” (Draves, 2000).
2. What do you know about distance education?
Again, there is not right or wrong answer to this question. It just provides a background on the instructor for the university. A teacher with more knowledge about distance learning would not necessarily be more qualified to teach a distance learning course. All of the survey questions would need to be taken into account to judge the motivation and attitude of the instructor to ensure that he/she will provide exceptional opportunities to the students. Change is difficult. Knowing how much the instructors know prior to starting the course will provide information on what additional training might need to be provided. “Instructors approach online courses as if they were teaching them for the first time” (Palloff & Pratt, 2001).
3. How often do you use the following resources to communicate with your students (on a weekly basis):
The more technology used and the higher frequency of the usage would allow the instructor the abilities to start teaching a distance learning course more easily. However, this would provide the university a chance to offer professional development and training sessions for those instructors with limited experience who still desire to teach distanced education course or to strengthen weak areas.
“Technology does not teach students; effective teachers do” (Valentine, 2002). “Teachers have to be ‘guides on the sides’ that facilitate the class rather than using more traditional approaches” (Carlson, 2005). “Communication with the instructor is important when doing large and complex assignments” (Souder, 2002). “Too often instructors do not design their lessons to take advantage of the technology presented” (Valentine, 2002).
Davis, S., Kennedy, K., Nowak, S., Raghuraman, R., & Thomas, J. (2000). Academic dishonesty and distance learning: Student and faculty views. Gale Cengage Learning. Retrieved September 13, 2008, from http://findarticles.com/p/articles/mi_m0FCR/is_2_34/ai63365187
Draves, W (2000). Teaching online. River Falls, Wisconsin: LERN Books
Omoregie, M. (1997). Distance education technology for the new millennium: Compressed video teaching. ZIFF Papiere. Hagen, Germany: Institute for Research into Distance Education. (Eric Document Reproduction Service No. ED 389 931).
Palloff, R. & Pratt, K. (2001). Lessons from the cyberspace classroom: The realities of online teaching. San Francisco: Jossey-Bass
Snyder, T. (2007). Virtually real: Online teachers bring new energy and expertise to the traditional classroom. Edutopia, 3(6), 41.
Souder, W. (2002). The effectiveness of traditional versus satellite delivery in three management of technology master’s degree programs. Retrieved September 20, 2008, from http://www.ajde.com/index.htm
Instructor Questions Q1: Do you have a plan for instructional methods based on Synchronous distance learning, asynchronous distance learning or a mix of both.
Answers:
A: All Synchronous
B: All Asynchronous
C: A mix of Synchronous/Asynchronous “The type of instructional setting will dictate the appropriate choices for instructional methods” (Simonson, 2009).
Justification: “The type of instructional setting [synchronous or asynchronous] will dictate the appropriate choices for instructional methods” (Simonson, 2009).
Weather or not the instructor has given it any thought is important.
Q2: Do you prefer traditional courses over a distance learning one?
Answers:
A: Yes
B: No
C: No Preference
D: Don’t Know
Justification: “If all other factors are equal, most students and faculty prefer live, in-person interaction as offered by traditional courses” (Midkiff, 2009).
Midkiff, Scott F. and DaSilva, Luiz A. (2000). Leveraging the web for synchronous
versus asynchronous distance learning. Received from http://www.ee.vt.edu/~ldasilva/icee00.pdf
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: foundations of distance education, (4th ed.). Boston: Pearson Allyn & Bacon.
Paul Whitten's Instructor Survey Questions
Question 1 How many students are you prepared to manage in an online course?
a. 25 or less b. Over 25 Justification: An online course of 25 or less has an equivalent workload of a traditional class (Hiltz, 1997). However, “for more than about 30 students, class conferences have to be divided to be manageable, thus approximately doubling the faculty workload” (Hiltz, 1997, p. 17). Instructors must be prepared for the amount of work involved in a successful distance education class. If the instructor wants 30 students, she or he must realize that they will spend a substantial amount of time making the course successful. Question 2 How often do you plan on giving students individual feedback in the course? a. Once a week b. After major assignments/exams c. During midterms and finals d. Whenever the student asks. Justification: Students have difficulty evaluating themselves in a course where there is not a weekly face to face interaction with an instructor (Galusha, 1997). “It is important that the student receive prompt feedback in any institutional setting, particularly in distance learning where the learner is impaired by the lack of casual contact with the teacher and other students” (Galusha, 1997, p. 5). If instructors are only willing to give feedback after major assignments or only twice a semester, students would have difficulty with self-evaluation. I feel that an instructor must deliver feedback weekly, just as a casual comment would do in a traditional classroom. I also think it’s necessary to give specific feedback when the student asks for it. Question 3 What content do you intend on incorporating in your distance education course? (This would be an open question.) Justification: Not only do effective distance courses need relevant course material, (lecture notes, assignments, etc.) but they also need to welcome social interaction. “The absence of all the sensory cues normally present in face-to-face communications can reduce a web-based learning environment to a cold, sterile place. It is very important to emphasise being personal in online communications” (Benfield, 2002).
Not only do instructors need to have a social element in the course, they also must use it themselves. This is the most effective way to show the learners how and why it is used. References Benfield, G. (2002). Designing and managing effective online discussions. Oxford Centre for Staff and Learning Development, Learning and Teaching Briefing Papers Series. Retrieved on September 3, 2008, from http://www.brookes.ac.uk/services/ocsd/2_learntch/briefing_papers/online_discussions.pdf. Galusha, J. M. (1997). Barriers to learning in distance education. Retrieved on September 25, 2008, from http://www.infrastruction.com/barriers.htm. Hiltz, S. R. (1997). Impacts of college-level courses via Asynchronous Learning Networks: Some Preliminary Results. Journal of Asynchronous Learning Networks, 2, 1-19.
Megan Eyermann Instructor Survey Questions
1. Can the content you currently teach in the classroom be adapted from a teacher-directed approach to include either online collaboration, case-based learning, and/or problem-based learning?
Justification - A survey contacted by Kim & Bonk concluded that more than half of their survery respondents (consisting of college instructors and administrators) "predicted that online collaboration, case-based learning, and problem-based learning (PBL) would be the preferred instructional methods for online instructors in the coming decade" (2007).
2. I am willing to participate with my student's through the use of online discussions (ex. e-mail, discussion board, chat room)
A. True
B. False
Justification - According to Roper, 42% of the students surveyed found that the most effective discussions took place when the instructor posted an initial question, but then continued to participate in the on-going discussion with the students (2007). I think it is also beneficial because if students have misunderstood the question or some part of the discussion then the instructor can step in to clarify things for the students.
1. Are you willing to attend professional development sessions to improve your technological skills and/or instruction? Yes No According to Valentine, “That instructor must be properly trained and motivated to be effective. An instructor must have technological skills and confidence to use all of the various electronic devices in order to be truly effective in the electronic classroom. Instructors must also change the manner in which information is delivered.” If a teacher is not willing to attend professional development sessions they will become frustrated with the technology or the results they get because they did not adapt their material to the online environment. The teachers that answer “yes” will be more willing to approach distance learning with an open mind and make changes to improve their skills and teaching methods. Valentine, D. (2002). Distance learning: Promises, problems, and possibilities. Online Journal of Distance Learning Administration, 5(3). Retrieved September 4, 2008, from http://www.westga.edu/~distance/ojdla/fall53/valentine53.html 2. As an instructor I believe teacher-centered instruction is more effective than learner-centered instruction. Agree Disagree According to Stumpf, McCrimon, and Davis (2005), “Colleges are finding that ‘‘the traditional approach to teaching (primarily lecture method) is not effective in delivering online courses . . . learnercentered approaches that successful instructors are using require frequent communication with students where the instructor becomes a coach and students take charge of their learning.” If a teacher tried to keep a course lecture based and teacher driven the class will fail, but if the instructor facilitates the students learning the class will be more successful. Stumpf, A.D., McCrimon, E., & Davis, J.E. (2005). Carpe diem: overcome misconceptions in community college distance learning. Community College Journal of Research & Practice, 29 (5). Retrieved September 26, 2008, from MasterFILE Premier.
Mark Sienicki Instructor Qs
I interviewed two instructors, one with online experience and one without. And two questions that stuck out were: “What don’t you like about online instruction?” Was asked to the instructor with online experience. (duh) The question that came out of the interview with the instructor with no experience was: “What do you fear about online instruction?” (I don’t mean for it to sound so ominous) The experienced instructor disliked that some discussion boards and blogs that were required didn’t generate much useful content and that some of it seemed forced. However, this instructor also said that good online discussion had occurred, but felt this discussion was best when unforced. The inexperienced instructors greatest “fears” resulted from “ingnorance.” (way too dramatic in tone) Once some of the technology and practices were explained, the instructor felt much better. Much of advancing the cause of online education is just simple education. There is still a technology gap. The study by Bennett, McKenzie, Mims, and Waugh shows that there is a desire for training in delivering instruction online. This training would go a long way toward filling the technolgy gap. References Bennett, McKenzie, Mims, and Waugh (2000).Needs, Concerns and Practices of Online Instructors. Retrieved on September 29, 2008 from http://www.westga.edu/~distance/ojdla/fall33/mckenzie33.html Valentine, D. (2002). Distance learning: Promises, problems and possibilities. Retrieved on September 20, 2008, from http://www.westga.edu/~distance/ojdla/fall53/valentine53.html
Silvana Morgan 9/24/08 1. How often do you use graphics in your teaching presentations?
Never
Seldom
Occasionally
Often
Ahern and Repman (1994) noted that students in a graphic interface produced significantly more messages than students using the textual interface. The students using the graphic version spent approximately 25% more time per visit. 2. Would you spend more or less time preparing for a distance learning lesson compared to a traditional classroom lesson? A. More B. Less A “less” answer would indicate that the instructor may not have a realistic view of the amount of time required to prepare for a distance learning class. Research suggests that the effectiveness of distance learning is based on preparation. (Omoregie, 1997). Preparation is an important factor in predicting the success of distance learning. 3. If one of your students encountered a major technical problem with a computer, what would you do? A. Let the student discover the solution. B. Try to fix it myself. B. Ask a colleague for assistance. C. Enlist the help of a technician. In a 1995 study, Olenski et al., found that technicians could indirectly influence the learning environment by “orientating participants to the technology, reducing the anxiety of the participants” (including the instructor), “and by advising the instructor on instructional techniques”(pg. 3). This type of role, if viewed negatively by the instructor, can have a huge impact on the quality of the presentation. Ahern, T.C., & Repman, J. (1994). The effects of technology on online education. Journal of Research on Computing in Education, 26(4), 537-546. Olesinski, R. et al. (1995). The operating technician’s role in video distance learningpresented at the Instructional Technology SIG, San Francisco, California. (ERIC Document Reproduction Service No. ED 387 123). Omoregie, M. (1997). Distance learning: An effective educational delivery system. (Information Analysis 1070). (ERIC Document Reproduction Service No. ED 418 683).
Some resources that might be helpful:
http://www.rodp.org/faculty/fac_eval.htm
http://www.westga.edu/~distance/ojdla/fall33/mckenzie33.html
http://connect.educause.edu/Library/EDUCAUSE Quarterly/TheFutureofOnlineTeaching/40000
Aaron Itczak's Survey Questions
(Sorry that the format/chart is a bit messed up now) :)
I used some of our classmates' quotes from the debate papers. They were really good quotes that justified some of the questions I thought of--I hope that was okay! Do we edit each others questions--right here? We just start changing things around?
Instructors:
1. Would you be interested in teaching an online course?
If so, why?
If not, why not?
A “yes” response would place the instructor in a higher priority towards receiving distance education courses to teach. However, a “no” response would allow the opportunity to clear up any misconceptions about distance education. When teachers are interested in the course content, they will better convey the information and be more receptive to the necessary training and skills with which it is associated. “Now we have to learn in a totally new and different way. We don’t like it. We don’t know how to do it. And we can’t turn back” (Draves, 2000).
2. What do you know about distance education?
Again, there is not right or wrong answer to this question. It just provides a background on the instructor for the university. A teacher with more knowledge about distance learning would not necessarily be more qualified to teach a distance learning course. All of the survey questions would need to be taken into account to judge the motivation and attitude of the instructor to ensure that he/she will provide exceptional opportunities to the students. Change is difficult. Knowing how much the instructors know prior to starting the course will provide information on what additional training might need to be provided. “Instructors approach online courses as if they were teaching them for the first time” (Palloff & Pratt, 2001).
3. How often do you use the following resources to communicate with your students (on a weekly basis):
_ Email
_ Overhead projector
_ Multimedia projector
_ Videos/DVDs
_ Wikis
_ Blogs
_ Your own course website
_ Blackboard or WebCT
_ Campus website
_ PowerPoint
_ Adobe Connect
The more technology used and the higher frequency of the usage would allow the instructor the abilities to start teaching a distance learning course more easily. However, this would provide the university a chance to offer professional development and training sessions for those instructors with limited experience who still desire to teach distanced education course or to strengthen weak areas.
“Technology does not teach students; effective teachers do” (Valentine, 2002). “Teachers have to be ‘guides on the sides’ that facilitate the class rather than using more traditional approaches” (Carlson, 2005). “Communication with the instructor is important when doing large and complex assignments” (Souder, 2002). “Too often instructors do not design their lessons to take advantage of the technology presented” (Valentine, 2002).
References
Carlson, S. (2005). The net generation goes to college. The Chronicle of Higher Education. Retrieved September 20, 2008, from http://chronicle.com/free/v52/i07/07a03401.htm
Davis, S., Kennedy, K., Nowak, S., Raghuraman, R., & Thomas, J. (2000). Academic dishonesty and distance learning: Student and faculty views. Gale Cengage Learning. Retrieved September 13, 2008, from http://findarticles.com/p/articles/mi_m0FCR/is_2_34/ai63365187
Draves, W (2000). Teaching online. River Falls, Wisconsin: LERN Books
Omoregie, M. (1997). Distance education technology for the new millennium: Compressed video teaching. ZIFF Papiere. Hagen, Germany: Institute for Research into Distance Education. (Eric Document Reproduction Service No. ED 389 931).
Palloff, R. & Pratt, K. (2001). Lessons from the cyberspace classroom: The realities of online teaching. San Francisco: Jossey-Bass
Snyder, T. (2007). Virtually real: Online teachers bring new energy and expertise to the traditional classroom. Edutopia, 3(6), 41.
Souder, W. (2002). The effectiveness of traditional versus satellite delivery in three management of technology master’s degree programs. Retrieved September 20, 2008, from http://www.ajde.com/index.htm
Valentine, D. (2002). Distance learning: Promises, problems and possibilities. Retrieved on September 20, 2008, from http://www.westga.edu/~distance/ojdla/fall53/valentine53.html
Jennifer Werner's Instruction Questions
Instructor Questions
Q1: Do you have a plan for instructional methods based on Synchronous distance learning, asynchronous distance learning or a mix of both.
Answers:
A: All Synchronous
B: All Asynchronous
C: A mix of Synchronous/Asynchronous “The type of instructional setting will dictate the appropriate choices for instructional methods” (Simonson, 2009).
Justification: “The type of instructional setting [synchronous or asynchronous] will dictate the appropriate choices for instructional methods” (Simonson, 2009).
Weather or not the instructor has given it any thought is important.
Q2: Do you prefer traditional courses over a distance learning one?
Answers:
A: Yes
B: No
C: No Preference
D: Don’t Know
Justification: “If all other factors are equal, most students and faculty prefer live, in-person interaction as offered by traditional courses” (Midkiff, 2009).
Midkiff, Scott F. and DaSilva, Luiz A. (2000). Leveraging the web for synchronous
versus asynchronous distance learning. Received from
http://www.ee.vt.edu/~ldasilva/icee00.pdf
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: foundations of distance education, (4th ed.). Boston: Pearson Allyn & Bacon.
Paul Whitten's Instructor Survey Questions
Question 1How many students are you prepared to manage in an online course?
a. 25 or less
b. Over 25
Justification: An online course of 25 or less has an equivalent workload of a traditional class (Hiltz, 1997). However, “for more than about 30 students, class conferences have to be divided to be manageable, thus approximately doubling the faculty workload” (Hiltz, 1997, p. 17).
Instructors must be prepared for the amount of work involved in a successful distance education class. If the instructor wants 30 students, she or he must realize that they will spend a substantial amount of time making the course successful.
Question 2
How often do you plan on giving students individual feedback in the course?
a. Once a week
b. After major assignments/exams
c. During midterms and finals
d. Whenever the student asks.
Justification: Students have difficulty evaluating themselves in a course where there is not a weekly face to face interaction with an instructor (Galusha, 1997). “It is important that the student receive prompt feedback in any institutional setting, particularly in distance learning where the learner is impaired by the lack of casual contact with the teacher and other students” (Galusha, 1997, p. 5).
If instructors are only willing to give feedback after major assignments or only twice a semester, students would have difficulty with self-evaluation. I feel that an instructor must deliver feedback weekly, just as a casual comment would do in a traditional classroom. I also think it’s necessary to give specific feedback when the student asks for it.
Question 3
What content do you intend on incorporating in your distance education course?
(This would be an open question.)
Justification: Not only do effective distance courses need relevant course material, (lecture notes, assignments, etc.) but they also need to welcome social interaction. “The absence of all the sensory cues normally present in face-to-face communications can reduce a web-based learning environment to a cold, sterile place. It is very important to emphasise being personal in
online communications” (Benfield, 2002).
Not only do instructors need to have a social element in the course, they also must use it themselves. This is the most effective way to show the learners how and why it is used.
References
Benfield, G. (2002). Designing and managing effective online discussions. Oxford Centre
for Staff and Learning Development, Learning and Teaching Briefing Papers Series. Retrieved on September 3, 2008, from
http://www.brookes.ac.uk/services/ocsd/2_learntch/briefing_papers/online_discussions.pdf.
Galusha, J. M. (1997). Barriers to learning in distance education. Retrieved on September 25,
2008, from http://www.infrastruction.com/barriers.htm.
Hiltz, S. R. (1997). Impacts of college-level courses via Asynchronous Learning Networks:
Some Preliminary Results. Journal of Asynchronous Learning Networks, 2, 1-19.
Megan Eyermann Instructor Survey Questions
1. Can the content you currently teach in the classroom be adapted from a teacher-directed approach to include either online collaboration, case-based learning, and/or problem-based learning?
2. I am willing to participate with my student's through the use of online discussions (ex. e-mail, discussion board, chat room)
A. True
B. False
References Kim, K., & Bonk, C. (2007). The future of online teaching and learning in higher education. Educause Quaterly 29(4). Retrieved September 26, 2008 from http://connect.educause.edu/Library/EDUCAUSE+Quarterly/TheFutureofOnlineTeaching/40000 Roper, A. (2007). How students develop online learning skills. Educause Quaterly 30(1). Retrieved September 26, 2008 from http://connect.educause.edu/Library/EDUCAUSE+Quarterly/HowStudentsDevelopOnlineL/40009
J. Bowen's Instructor Questions
1. Are you willing to attend professional development sessions to improve your technological skills and/or instruction?
Yes No
According to Valentine, “That instructor must be properly trained and motivated to be effective. An instructor must have technological skills and confidence to use all of the various electronic devices in order to be truly effective in the electronic classroom. Instructors must also change the manner in which information is delivered.” If a teacher is not willing to attend professional development sessions they will become frustrated with the technology or the results they get because they did not adapt their material to the online environment. The teachers that answer “yes” will be more willing to approach distance learning with an open mind and make changes to improve their skills and teaching methods.
Valentine, D. (2002). Distance learning: Promises, problems, and possibilities. Online
Journal of Distance Learning Administration, 5(3). Retrieved September 4, 2008, from http://www.westga.edu/~distance/ojdla/fall53/valentine53.html
2. As an instructor I believe teacher-centered instruction is more effective than learner-centered instruction.
Agree Disagree
According to Stumpf, McCrimon, and Davis (2005), “Colleges are finding that ‘‘the traditional approach to teaching (primarily lecture method) is not effective in delivering online courses . . . learnercentered approaches that successful instructors are using require frequent communication with students where the instructor becomes a
coach and students take charge of their learning.” If a teacher tried to keep a course lecture based and teacher driven the class will fail, but if the instructor facilitates the students learning the class will be more successful.
Stumpf, A.D., McCrimon, E., & Davis, J.E. (2005). Carpe diem: overcome misconceptions in community college distance learning. Community College Journal of Research & Practice, 29 (5). Retrieved September 26, 2008, from MasterFILE Premier.
Mark Sienicki Instructor Qs
I interviewed two instructors, one with online experience and one without. And two questions that stuck out were: “What don’t you like about online instruction?” Was asked to the instructor with online experience. (duh) The question that came out of the interview with the instructor with no experience was: “What do you fear about online instruction?” (I don’t mean for it to sound so ominous)
The experienced instructor disliked that some discussion boards and blogs that were required didn’t generate much useful content and that some of it seemed forced. However, this instructor also said that good online discussion had occurred, but felt this discussion was best when unforced.
The inexperienced instructors greatest “fears” resulted from “ingnorance.” (way too dramatic in tone) Once some of the technology and practices were explained, the instructor felt much better. Much of advancing the cause of online education is just simple education. There is still a technology gap. The study by Bennett, McKenzie, Mims, and Waugh shows that there is a desire for training in delivering instruction online. This training would go a long way toward filling the technolgy gap.
References
Bennett, McKenzie, Mims, and Waugh (2000). Needs, Concerns and Practices of Online Instructors. Retrieved on September 29, 2008 from http://www.westga.edu/~distance/ojdla/fall33/mckenzie33.html
Valentine, D. (2002). Distance learning: Promises, problems and possibilities. Retrieved on September 20, 2008, from http://www.westga.edu/~distance/ojdla/fall53/valentine53.html
Silvana Morgan
9/24/08
1. How often do you use graphics in your teaching presentations?
Ahern and Repman (1994) noted that students in a graphic interface produced significantly more messages than students using the textual interface. The students using the graphic version spent approximately 25% more time per visit.
2. Would you spend more or less time preparing for a distance learning lesson compared to a traditional classroom lesson?
A. More
B. Less
A “less” answer would indicate that the instructor may not have a realistic view of the amount of time required to prepare for a distance learning class. Research suggests that the effectiveness of distance learning is based on preparation. (Omoregie, 1997). Preparation is an important factor in predicting the success of distance learning.
3. If one of your students encountered a major technical problem with a computer, what would you do?
A. Let the student discover the solution.
B. Try to fix it myself.
B. Ask a colleague for assistance.
C. Enlist the help of a technician.
In a 1995 study, Olenski et al., found that technicians could indirectly influence the learning environment by “orientating participants to the technology, reducing the anxiety of the participants” (including the instructor), “and by advising the instructor on instructional techniques”(pg. 3). This type of role, if viewed negatively by the instructor, can have a huge impact on the quality of the presentation.
Ahern, T.C., & Repman, J. (1994). The effects of technology on online education.
Journal of Research on Computing in Education, 26(4), 537-546.
Olesinski, R. et al. (1995). The operating technician’s role in video distance learning presented at the Instructional Technology SIG, San Francisco, California. (ERIC Document Reproduction Service No. ED 387 123).
Omoregie, M. (1997). Distance learning: An effective educational delivery system. (Information Analysis 1070). (ERIC Document Reproduction Service No. ED 418 683).